Using a four‐person email negotiation on a fictitious house‐sale as the context, this study explores the effects of (1) familiarity and similarity manipulations on agent‐agent relationships, and (2) the emotional attachments that novice agents and principals form and maintain over the course of a single negotiation. Results show that only agent‐agent pairs receiving both manipulations (similarity and familiarity) were uniquely more successful in achieving an agreement, and that positive feelings for novice agents begin aligned with the principal and end aligned with the other agent. This demonstrates that relationship‐building in the online environment may be easier for some partnerships than for others, and that the dual‐loyalty conflict facing agents seems to encourage one partnership being preferred to the other at any one point in time. Implications for theory and for email negotiations are discussed.

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Although most business students participate in team-based projects during undergraduate or graduate course work, the team experience does not always teach team skills or capture the team members' potential: Students complete the task at hand but the explicit process of becoming a team is often not learned. Drawing from organizational learning and group/team theory, this article presents a "learning team model" that emphasizes feedback at the team-not individual-level of analysis by establishing a team feedback tool that can be easily and regularly used to improve performance. In addition to the feedback tool, a structured process is presented in which students learn to become a team. Keywordsteam learning, team building, active learning, team feedback, team process I learned that it is actually possible to have a team full of college students -Premed student in business school strategy class Despite the increasing importance of team skills in a global workplace and the seeming ubiquity of team experiences in business school curriculums

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